<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1878">
    <dcterms:title><![CDATA[Perceptions of Turkish Language Teachers’ Competence in Multicultural and Multilingual Education Environment]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Turkish teacher competences, teaching language in multicultural and multilingual education environment, the perceptions of competence, Turkish as a foreign language  ABSTRACT  The aim of this research is to determine the perceptions of Turkish Language teachers’ competence, teaching Turkish as a second language, and to find out the new methods to increase their competence. Qualifications of becoming a teacher are put forth by specialists after doing many studies about second language teachers. However scientific researches about teaching Turkish in foreign countries and Turkish as a second language in multicultural and multilingual Education are brand new. Educators, to be trained for the teaching Turkish as a second language course, must be equipped with requirements of the course. In this study, a questionnaire was going to be prepared by analyzing data of perceptions of Turkish language teachers’ competence and specialists’ views. The questionnaire was going to applied to Turkish language teachers, work in international schools and language centers in foreign countries. After identifying the fields which teachers were inadequate, resources for their professional developments were going to be determined. Second language teachers face with different cultures. Turkish and foreign studies, about teaching a second language in multicultural education and teachers’ competence, is reviewed because multicultural is concept, including cultural differences.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1739]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1879">
    <dcterms:title><![CDATA[Using a Case Study to Teach the (Non)Subtleties of Language: Logical Fallacies and Principles of Conversational Coherence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:logical fallacies, case study, conversational coherence  ABSTRACT  This paper centers on a practical and relevant way to teach logical fallacies and how to avoid them to English as a second language learners in the Balkan region. The paper begins with a brief overview of the importance of teaching subtleties of language, such as logical fallacies and principles of conversational coherence and then proceeds to describe a rather heated written exchange between the editors of the Albanian daily newspaper Shekulli and representatives of the U.S. Embassy. In 2011, Shekulli published a long editorial without adding any statement saying that the views expressed in the article did not represent the stand of the newspaper. Immediately after this editorial, the US Embassy issued a brief statement accusing this newspaper of using an ad hominem argument when they explicitly referred to the ambassador’s Asian looks and his short stature. In their statement, the Embassy conveyed information regarding money the U.S. government had donated to the Albanian Media Institute for the qualification of Albania journalists. The implication being that the journalists of this newspaper either did not want to attend the qualification courses organized by the Institute or they could not understand the modern principles of newspaper writing. A few days later the Dutch embassy in Tirana severed relations with Shekulli, accusing its editors of engaging in slander. Description of the case is followed by an analysis, with a focus on the logical fallacies evident in the discourse (e.g., ad hominem arguments, non sequiturs, and glittering generalities). The paper concludes with lesson plans for how the case can be used to teach not only logical fallacies but also principles of conversational coherence (Grice, 1989) by leading students through a series of exercises in which they reimagine and reconstruct the exchange in ways that produce different and perhaps more favorable outcomes.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1741]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1880">
    <dcterms:title><![CDATA[Traditional vs Modern Teaching Methods. Advantages and Disadvantages]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: traditional, modern, methodology, advantage, disadvantage  ABSTRACT  Which methods of teaching have our teachers used,and we grew up with? Which methods do we use nowdays? Has something changed? Can we, today, talk about &quot;those traditional&quot; and &quot;these modern&quot; approaches of teaching?What, in fact, we can name as &quot;traditional&quot; and &quot;modern&quot;? Is there a border where we can distinguish or separate one from another? All these questions show the big imporatnce of knowing the terms : methodology, traditional, modern...Traditional method of teaching is &quot;teacher-dominated interaction&quot;.Teaching is deeply teacher centred and teachers are the source of the knowledge, while learners are passive receivers that must memorize things.Modern method is &quot;student centred&quot; method based on &quot;help learning to happen&quot;-role, communication, interaction, helping students to explore method.These days, especially at private schools, we have great possibilities in what a teacher can do with the students, in terms of teaching methodsand usage of all optional aids in the classroom.With this freedom in teaching we also have an enormous number of ideas to use.Since the time we spent with our students is very precious,teachers&#039; crucial task should be:comparing, analysing and evaluating the methods they use to motivate the students and to make learning as effective as possible. A teacher must be aware of all advantages and disadvantages in using all types of methodologies. There is no one best or worst method, or one method simply the best for everything and everybody.The central factor in the choice of methods is the learner&#039;s need and character. A teacher must be a good pedagog to see and understand all the students&#039; individual abilities. Some methods work for one person well, but the same one might not work for another person at all.Understanding the student help you choose the way of teaching]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1901]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1881">
    <dcterms:title><![CDATA[Students&#039; Perception of Directed Reading in Relation to Moral Values]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: character building, directed reading, moral value  ABSTRACT  The demand of character building in educational world should be introduced to learners beginning from early level of education. A moral value, a part of character building, is beneficial in people’s life as they need to communicate and socialize to each other. Having good moral value, people can create good atmosphere in communication and socialization. This study intends to explore students’ perception toward directed reading and moral value and discuss to what extent students could write moral value statements obtained from narrative reading texts through Directed Reading (DR) based on Indonesian context. Directed reading, a fully autonomous learning, refers to an extensive reading assignment given to students individually after their formal reading class. The major use of assigning students to do this activity is simply to enrich or to maintain their moral values from free narrative reading texts. The data were taken from directed reading activities and the questionnaires consisting of 18 close items distributed to 20 forth semester students of English Study Program of Teacher Training and Education Faculty, Sriwijaya University in the academic year of 2011/2012. Based on the result of five recorded directed reading activities with 96 different topics of narrative reading texts, there were 128 statements or sentences of moral values that the students could obtain. This activity could be the first step for the students to improve and strengthen their moral value stocks. Meanwhile, from basic statistical analysis of the questionnaires the response of the students’ perception regarding both moral value and directed reading was generally positive.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1887]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1882">
    <dcterms:title><![CDATA[The Prefix EXTRA: A Cognitive Linguistic Approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: cognitive linguistics, trajector, landmark  ABSTRACT  In this paper we shall try to shed more light on the semantic network of the prefix EXTRA- that belongs to the group of prefixes classified as prefixes of degree and size. The prefix analyzed combines with different word classes and its semantics might seem chaotic due to different meaning extensions. The prototype theory, along with the theory of conceptual metaphor and metonymy can make sense of the semantics of prefixes and show that the semantic structure of the prefix is not arbitrary but motivated.  The starting point of this paper is that bound morphemes do not behave differently from any other lexical unit and therefore should be analyzed as such. The prefix EXTRA- conveys different meanings: spatial and non-spatial, literal and figurative meanings (metaphorical extensions). Meanings are explained in terms of trajector and landmark as well as the relationship between concrete and abstract meanings is explained along with the metaphorical extensions.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1831]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1883">
    <dcterms:title><![CDATA[Bosnian Catenative Verbs in Syntactic Ambiguity]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:syntactic ambiguity, catenative verbs, verb complementation, syntactic-semantic analysis, Bosnian language  ABSTRACT  This paper deals with phenomenon of syntactic ambiguity in structure with catenative verbs in Bosnian language. The aim is to show certain characteristics in corelation between meaning and grammar, by applying syntactic-semantic analysis to selected examples of usage Bosnian catenative verbs, where we can examine the relationship between subject and/or object of main and embedded clause (ie. subject/object of catenative verb and it&#039;s complement). Different posibilities in analysis of grammar leads us to the different (semantic) interpretations, what by definition we call syntactic ambiguity.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1813]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1884">
    <dcterms:title><![CDATA[Correlation between the Initial Consonants and Tone Perception Patterns]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: L2 Chinese, Disyllablic Words, Perception, L1 Swedish  ABSTRACT  Many tests have been performed in order to find out how adult learners perceive the tones of Standard Chinese and also how they manage to produce them. The conclusions are that the students master the Standard Chinese (SC) tones (T) when it comes to the so-called static tones (in isolated syllables). However, most modern words in SC are di- or polysyllabic so one tone has to combine with another one (dynamic tones), the so-called tone combinations (TC). Earlier studies on the perception of Chinese tones (i.e. Chuang, et al. 1972; Gandour 1978; Guo 1993:330-334; Kiriloff 1969; Klatt 1973) have claimed that the more syllables a word contains the higher is the ratio of misperceived tones. Yet the tests almost exclusively used monosyllabic words. According to the results of their studies the most common misper-ception, regardless of what non-tonal L1 the listeners might have, has shown to be that of T2 and T3.  No studies were, however, found investigating how Swedish students perform so a test was presented. It was the listening test of their annual exam (25 words) which pushed the par-ticipants to perform well. The results show that  (1) on monosyllable level (each syllable in disyllabic words) most of the confusions are, in accordance to earlier studies, between T2 and T3;  (2) the stops may be the cause for the confusions between T2 and T3;  (3) the neutral tone in the second syllable is always confused with T4;  (4) on disyllabic level most TC confusions fall upon 2+3 and  (5) the commonmost misinterpretation response is 2+4 which to a certain degree sounds simi-lar to the Swedish grave or acute accent.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2009]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1885">
    <dcterms:title><![CDATA[A Sociolonguistic Account of the Gender and Culture Based Language Effect]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Mother tongue, Second language acquisition, language culture, gender differences in languages, politeness in languages, solidarity  ABSTRACT  There is an old saying among Bosnian people “How many languages you know that much you are worth”. From this old saying we see that knowing a language is a very important thing. It’s not just being able to communicate with other people, it’s showing how well educated a person is. While learning a foreign language it is being impossible not to compare it with your mother tongue and to check if there are any differences or perhaps similarities between the language/s. Do L1 and L2 have similarities in respect of grammar, pronouns, word order in the sentence, gender differences, politeness and etc?! In this case Bosnian is considered as mother tongue and English, Turkish as foreign languages. While acquiring second language the important thing on what a person pays attention is the way how politeness is expressed. Some languages as Bosnian and Turkish have the ways of politeness when having a conversation with someone elder expressed but English doesn’t. Is it a good thing or not? Which language has politeness fully expressed? Learning languages and paying attention if they have words that are focusing on gender differences, as we know nowadays many males and females may have the same occupation. Is it seen as an offense towards a female person referring them with the word that is usually used for males, or vice versa? Do we refer to them as equal or do we pay attention on their gender? How is politeness differentiated in these languages? Those are aspects on which this project is focused on, and they are considered as being of great importance while acquiring second language. Another important aspect is, paying attention on the role of all these named components while acquiring a foreign language. Do they lead to misunderstandings, wrong usage, or perhaps to something else?]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1706]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1886">
    <dcterms:title><![CDATA[The Influence of Word Etymology Knowledge on Learning of Borrowings]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: etymology, vocabulary, learning, borrowings, students  ABSTRACT  Nowadays English is the first language of more than 350 million people all around the world. The immense diversity of English speakers is connected with the great diversity of English words. When we talk about origins of English words, even about the most frequent ones, we see that English vocabulary is a mixture of many different languages. English is a language of borrowings so in most cases that cause many difficulties for EFL learners. Therefore, the history and roots of English language are very important parts of English language learning. Some etymologies are totally unexpected and therefore much more complicated for memorizing. Of course not only borrowing is a process of introducing the new words into English language. When learning new vocabulary, EFL students have many obstacles and are always in a process of searching for the new techniques and methods of memorizing and usage of newly introduced words. This work is about how much word etymology knowledge can help EFL students to memorize and use borrowings. Research is conducted at the Department of Philology, International University of Novi Pazar.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1690]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1887">
    <dcterms:title><![CDATA[Compliment Response Patterns of the Undergraduate Students of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: complimenting strategies, complimenting behaviour, macro and micro level CRs  ABSTRACT  Since complimenting strategies are associated with social as well as cognitive factors, the aim of this paper is to analyze gender-based differences in compliment response strategies based on English undergraduate students&#039; responses obtained from a questionnaire. The paper tries to examine the formulaic patterns of complimenting of both genders, as well as to determine possible linguistic choices reflecting different socio-cultural norms. Furthermore, the focus is to identify a range of macro and micro level compliment responses given by the undergraduate students of English determining the way female and male respondents exchange and interpret compliments.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1815]]></dcterms:extent>
</rdf:Description></rdf:RDF>